Exploring The Relation Between Learning Style and Learning Outcome in Basic Level of Nihongo Course
DOI:
https://doi.org/10.30605/jsgp.7.1.2024.3382Keywords:
Learning Style, Learning Outcome, CorrelationAbstract
Grammar is is an integral part of language competencies that must be mastered by foreign language learner, as one of the requirements for mastering all of language competencies. Therefore various strategies are being attempted in order to help students gain the learning outcomes of the course. In learning activities, it was found that students who were identified as a group with lower initial abilities were able to achieve high learning outcomes at the end of the semester. The students' learning styles are assumed to have a contribution to the students learning outcomes, because students have learn with the same learning resources, and the methods used by teachers are not different. This became the starting point to explore the relationship between learning styles and student learning outcomes. This research is a quantitative research to describe the correlation between learning styles and student learning outcomes in the basic level of Nihongo subject. This study will also describe the quality of the relationship between the two variables. The population in this study is all undergraduate students of State University of Surabaya (UNESA) Japanese Language Education Program class of 2022, totaling 104 students. The sampling method used in this study is a non-sampling method because all members in one population will be the subject of this study. Based on the results of the analysis that has been done, the following conclusions can be drawn: 1) The learning styles of UNESA Japanese Language Education Program students class of 2022 were analyzed based on VARK model learning style preferences, showing that students have a single learning style and a combined learning style. However, The most dominant learning style preference used by students is Kinesthetic learning style with more than half of the total number of respondents. In addition, gender-based learning style preferences show that female student groups have a greater number of combined learning styles than male student groups; 2) The correlation between students' learning styles, and Japanese learning outcomes after being analyzed through a non-parametric model showed that the coefficient value of both variables of this study is 0.663, which is classified as "very weak". The result shows that learning styles do not contribute significantly to student learning outcomes.
Downloads
References
Abdurrahman, M. (2012). Pendidikan Bagi Anak Berkesulitan Belajar. Rineka Cipta.
Adhani, H., Tahir, M., & Oktavianty, I. (2022). Gaya Belajar Siswa: Apakah Ada Hubungannya dengan Hasil Belajar Siswa? Journal of Classroom Action Research, 4(1). https://doi.org/10.29303/jcar.v4i1.1421
Arief, M., Sihkabuden, & Ulfa, S. (2018). Hubungan Gaya Belajar Berdasarkan Gender Dengan Hasil Belajar Pada Mahasiswa Teknologi Pendidikan Universitas Negeri Malang. JKTP, 1(1), 53–62.
Arikunto, S. (2013). Prosedur Penelitian. Rineka Cipta.
Ayuningtyas, I., & Minarti, I. B. (2021). Analisis Gaya Belajar Terhadap Hasil Belajar Siswa Kelas X Di Sma Institut Indonesia Semarang. Jurnal Ilmiah Edukasia (JIE), 1(1).
Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), 100017. https://doi.org/10.1016/j.ssaho.2020.100017
Fadhilah, D., & Suherdi, D. (2020). Preferensi Gaya Belajar Perseptual Siswa Sekolah Menengah Pertama. Jurnal Penelitian Pendidikan, 20(2), 192–201.
Fleming, N. (2001). Teaching and Learning Styles: VARK Strategies. Neil D. Fleming.
Ghazali, H. A. Syukur. (2013). Pembelajaran Keterampilan Berbahasa dengan Pendekatan Komunikatif-Interaktif. Refika Aditama.
Ghozali, I. (2021). Aplikasi Analisis Multivariate dengan Program SPSS 26. Badan Penerbit Universitas Diponegoro.
Monoarfa, M. (2021). Hubungan Gaya Belajar dengan Hasil Belajar Mahasiswa pada Program Studi Pendidikan Guru Sekolah Dasar Fakultas Ilmu Pendidikan Universitas Negeri Makassar. In Journal of Educational Technology, Curriculum, Learning, and Communication (Vol. 1).
Nurgiyantoro, Burhan. (2017). Penilaian Pembelajaran Bahasa berbasis Kompetensi. BPFE-Yogyakarta.
Rahardjo, S. (2021). SPSS Indonesia. Https://Www.Spssindonesia.Com/2017/04/Analisis-Korelasi-Rank-Spearman.Html. https://www.spssindonesia.com/2017/04/analisis-korelasi-rank-spearman.html
Sudjana, Nana. & Ibrahim (2010). Penelitian dan Penilaian Pendidikan. Sinar Baru Algensindo.
Sulistianingrum, E., Fauziati, E., Rohmah, W., & Muhibbin, A. (2023). Differentiated Learning : The Implementation of Student Sensory Learning Styles in Creating Differentiated Content. Jurnal Paedagogy, 10(2), 308. https://doi.org/10.33394/jp.v10i2.7030
The Japan Foundation. (2017). JF Standard bagi Pendidikan Bahasa Jepang Petunjuk Pemakaian bagi Pengguna【Edisi Terbaru】. The Japan Foundation.
The Japan Foundation. (2021). Survey Report On Japanese-Language Education Abroad 2021. https://www.jpf.go.jp/e/project/japanese/survey/result/dl/survey2021/
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Yan, X., Zhang, C., & Fan, J. J. (2018). “Assessment knowledge is important, but …” : How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. https://doi.org/10.1016/j.system.2018.03.003
Yandi, Andri & Putri, Anya & Putri, Yumna. (2023). Faktor-Faktor Yang Mempengarui Hasil Belajar Peserta Didik (Literature Review). Jurnal Pendidikan Siber Nusantara. 1. 13-24. 10.38035/jpsn.v1i1.14
Zahri, T. N., Yusuf, A. M., & S, N. (2017). Hubungan Gaya Belajar dan Keterampilan Belajar dengan Hasil Belajar Mahasiswa Serta Implikasinya dalam Pelayanan Bimbingan dan Konseling di Fakultas Ilmu Pendidikan Universitas Negeri Padang. Konselor, 6(1), 18. https://doi.org/10.24036/02017615734-0-00
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
